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The Social Express™ is based on best practices and programs that feature cognitive behavioral techniques and visual strategies. The lessons presented in the software adhere to California State Board of Education Content Standards and the Common Core Standards.

Buron, K.D., & Curtis, M. (2004). The Incredible 5 Point Scale: Assisting students with autism spectrum disorders in understanding social interactions and controlling their emotions. Shawnee Mission, KS: Autism Asperger Publishing Company.

Crooke, P., Hendrix, R., Rachman, J. (2007). Brief Report: Measuring the Effectiveness of Teaching Social Thinking® to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA). Journal of Autism and Developmental Disorders. Springer Science+Business Media, LLC 2008

Gray, C. (2010). The new social story book: Revised and expanded 10th anniversary edition. Arlington, TX: Future Horizons Inc.

Gray, C. (1994). Comic Strip Conversations. Jenison, MI: Jenison Public Schools.

Myles, B.S., Trautman, M.L, Schelvan, R.L., (2004) The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations. Shawnee Mission, KS: Autism Asperger Publishing Company.

Williams, M.S., & Shellenberger, S. (1994). “How does your engine run?” A leader’s guide to the alert program for self-regulation.Albuquerque, NM: TherapyWorks, Inc.-the Alert Program®

Winner, M.G. (2005). Think Social! San Jose, CA: Think Social Publishing Inc. For more information visit www.socialthinking.com

Winner, M.G. (2007). Thinking about YOU Thinking about ME. San Jose, CA: Think Social Publishing Inc. For more information visit www.socialthinking.com

Winner, M.G. (2008). A Politically Incorrect Look at Evidence-Based Practices and Teaching Social Skills: A literature review and discussion. San Jose, CA: Think Social Publishing Inc. For more information visit www.socialthinking.com

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American Speech-Language-Hearing Association. (2013).Social learning Use (Pragmatics) [Professional Issues Statement] Available from www.asha.org/public/speech/development/Pragmatics.

Ayres, K.M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183-196.

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Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.

Bloom, B.S., Engelhart, M.D., Furst, E., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain. New York, NY: David McKay Co., Inc.

Buron, K. D., & Curtis, M. (2003). The incredible 5-point scale, assisting students with autism spectrum disorders in understanding social interactions and controlling their emotional responses. Autism Asperger Pub Co.

Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism.  Journal of Positive Behavior Interventions, 5, 12-21.

Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12, 103–143.

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Corbett, B. A., & Abdullah, M. (2005). Video modeling: Why does it work for children with autism? Journal of Early and Intensive Behavior Intervention, 2, 8.

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Gardner, Howard. (1993, 2011). Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Basic Books, 3rd Ed.

Gray, C. (2000), The New Social Story Book. Arlington, TX: Future Horizons, 2nd Ed.

Gray, C. (1994). Comic book conversations. Shawnee Mission, KS: Autism Aspergers Publishing Company.

Gray, C., & Garand, J. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8, 1-10.

Hine, J. F., & Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolerswith autism. Topics in Early Childhood Special Education, 26, 83-93.

Hitchcock, C. H., Dowrick, P. W., & Prater, M. A. (2003).Video self-modeling intervention in school-based settings. Remedial and Special Education, 24, 36–45.

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MacDonald, R., Sacromone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis 42, 43-55.

McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30, 183–213.

Minshew, N. J., Goldstein, G., & Siegel, D. J. (1997). Neuropsychologic functioning in autism: Profile of a complex information processing disorder. Journal of the International Neuropsychological Society, 3(4), 303–316.

Myles, B. S., Trautman, M. L., & Schelvan, R. L. (2004). The hidden curriculum, practical solutions for understanding unstated rules in social situations. Autism Asperger Publishing Company.

National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO), (2012). Common core state standards initiative. Retrieved from website: www.corestandards.org.

Prizant, B. M. (2006). The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders. Baltimore, Md: Paul H. Brookes Pub.

Rayner, C., Denholm, C., & Sigafoos, J. (2009). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autism Spectrum Disorders, 3, 291–303.

Simpson, A., Langone, J., & Ayres, K. M. (2004). Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities, 39, 240–252.

Schwartz, H., & Drager, K. D. (2008). Training and knowledge in autism among speech-language pathologists: A survey. Language, Speech, and Hearing Services in Schools, 39, 66–77

Watson, J. B. (1997). What is behaviorism? The old and new psychology contrasted. In Behaviorism (pp. 3–18). New Brunswick, NJ: Transaction.

Williams, M. S. (1996). Introduction to How Does Your Engine Run?: The Alert Program for Self-Regulation. Therapy Works, Inc.

Wilson, Kaitlyn P. (2013). Incorporating Video Modeling into a School-based Intervention for Students with Autism Spectrum Disorders. Language, Speech, and Hearing Services in Schools, 105-17.

Winner, M. G. (2007). Thinking about you, thinking about me. San Jose, CA: Think Social Publishing, Inc.

Some of the core concepts presented are based on the work of Michelle Garcia Winner and her Social Thinking® curriculum. More information can be found on the Social Thinking® website, www.socialthinking.com. Users are encouraged to learn more about Michelle’s work to gain the full benefit from the program.

Teen Career Path References for National Science Foundation Phase II Grant #166018

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